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Evidence Guide: CUAPRF403A - Employ a range of performance techniques

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CUAPRF403A - Employ a range of performance techniques

What evidence can you provide to prove your understanding of each of the following citeria?

Maintain and care for self as a performer

  1. Use appropriate methods of physical and psychological care
  2. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required
  3. Take fatigue, personal limitations and boundaries into account when undertaking physical exercise and performances
  4. Always perform warm-up and cool-down procedures in conjunction with performance activities
  5. Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising performance technique
Use appropriate methods of physical and psychological care

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify risk factors that may inhibit the achievement of goals and seek professional advice as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take fatigue, personal limitations and boundaries into account when undertaking physical exercise and performances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Always perform warm-up and cool-down procedures in conjunction with performance activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising performance technique

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop an understanding of performance techniques

  1. Discuss with relevant personnel the principles and characteristics of techniques
  2. Explore a range of basic approaches to techniques
  3. Apply kinaesthetic awareness to techniques
  4. Consider a range of ways in which techniques can be used to create simple sequences
Discuss with relevant personnel the principles and characteristics of techniques

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore a range of basic approaches to techniques

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply kinaesthetic awareness to techniques

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider a range of ways in which techniques can be used to create simple sequences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse techniques

  1. Develop critical skills to inform own technique
  2. Compare own work to other performances
  3. Make judgements to inform own technique
Develop critical skills to inform own technique

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Compare own work to other performances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make judgements to inform own technique

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform simple sequences or pieces

  1. Use principles and characteristics of chosen technique to perform simple sequences or pieces
  2. Use a range of physical and vocal approaches in the performance of simple sequences or pieces
  3. Use feedback from teachers and mentors to identify and develop ways to improve own performance
Use principles and characteristics of chosen technique to perform simple sequences or pieces

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use a range of physical and vocal approaches in the performance of simple sequences or pieces

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use feedback from teachers and mentors to identify and develop ways to improve own performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

demonstrate appropriate skills in performance practice and chosen technique

discuss and evaluate opportunities to inform and develop technical skills

explore and experiment with new ideas in making and interpreting performance work

critically analyse own performance.

Context of and specific resources for assessment

Assessment must ensure access to:

a range of materials, resources and equipment used to develop conceptual and technical skills relevant to performance practice and chosen technique

performance venues, such as studios, theatre spaces and outdoor settings

information about relevant artists, their work, ideas and techniques.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

direct questioning combined with review of portfolios of evidence

third-party workplace reports of on-the-job performance

evaluation of live or recorded performances

verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit

case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of employing a range of performance techniques

direct observation or video recording of candidate performing simple sequences or pieces.

Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities and people who may have literacy or numeracy difficulties, such as speakers of languages other than English, remote communities and those with interrupted schooling).

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

CUAPRF404A Refine movement skills for performance

CUAPRF405A Rehearse technique for performance

CUAPRF406A Use technique in performance.

Required Skills and Knowledge

Required skills

communication skills to:

discuss a range of performance techniques with relevant personnel

respond appropriately to feedback and advice regarding own skill development and performance

initiative and enterprise skills to:

apply imagination, spontaneity and confidence appropriate to chosen technique

use improvisation appropriate to chosen technique

develop own critical analysis skills

learning skills to:

improve own performance techniques through practising the use of dramatic elements

use vocal range and articulation in a range of performance spaces

use story-telling appropriate to the chosen technique

planning and organising skills to plan practice and performance time

self-management skills to:

dress appropriately for practice and performance

follow direction as required

apply safe performance practices

teamwork skills to work collaboratively with others involved in practice and performances.

Required knowledge

overview knowledge of:

major theorists or exponents appropriate to chosen technique

historical, theoretical and cultural perspectives and conventions appropriate to chosen technique

physical properties and capabilities of materials, tools and equipment and their applications appropriate to chosen technique

copyright, moral rights and intellectual property issues and legislation associated with performance

OHS standards associated with performance

well-developed knowledge of:

moral, social, physical and psychological elements appropriate to chosen technique

performance styles appropriate to chosen technique, such as naturalistic and non-naturalistic

key components of voice, its effect on the audience and vocal process

alignment, breath and techniques for the release of tension

kinaesthetic awareness

body alignment and use of body parts

relationship between performer and audience.

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Physical and psychological care may refer to:

exercise

meditation

mentoring

nutrition

Pilates

psycho-emotional exercises

self-reflection, such as:

keeping a journal

small group discussions

support mechanisms, such as counselling

yoga.

Risk factors may relate to:

body image and eating disorders

consistency of a physical fitness regime

expectations of others

gender-appropriate performance techniques

gender issues

insufficient hydration

incorrectly fitting footwear and clothing

insufficient injury-prevention strategies

own ambition.

Warm-up and cool-down procedures may include:

aerobic activities

anaerobic exercises

coordinated breathing activities

flexibility exercises

floor work

joint-mobility exercises

stretching

vocal exercises.

Relevant personnel may include:

agents

coaches

colleagues

directors

family members

medical practitioners

mentors

nutrition experts

performers

teachers.

Principles and characteristics may include:

dramatic elements:

climax

contrast

focus

mood

rhythm

sound

space

symbol

timing

tension

characterisation:

moral

social

physical

psychological

movement

space

timing

rhythm

focus

flexibility

coordination

shape

locomotion

improvisation:

structure

plot

character

dramatic tension

climax

techniques

grafting

blocking

yielding

endowing

status.

Techniques may include:

acrobatics

acting

circus

clown

dance

improvisation

mask

mime

movement

physical theatre

puppetry and object manipulation

voice.

Basic approaches may include:

demonstrating simple vocabulary

reading from source materials to inform practice

using private practice

working with peers.

Kinaesthetic awarenessmay relate to awareness of:

balance

body movements derived from:

muscle, tendon and articular sensitivity

outside the body, such as the eyes, ears, mouth and skin

stimulus within the body, such as blood pressure and body position

breathing

centring

coordination

dynamics

flexibility

focus

gestures

gravity

location in space

locomotion

muscular tensions of the body and its parts

orientation

position

posture

rhythm

shape

time.

Simple sequences may include:

beats or scenes from scripted works

character-based scenes or scenarios

improvisations based on stimulus, such as:

images

emotions

stories

characters

scenarios

theatre sport formats

objects

group devised scenes or scenarios

routines or lazzi.

Critical skills may refer to:

analytic

discussion and evaluation

investigative

journal recording

questioning.

Other performances may include:

amateur productions

community productions

documented performances, such as:

video or audio recordings

detailed written descriptions of performances

installation

peer performances

processional works

professional productions

street theatre.

Feedback may include:

feedback from tutors, mentors and coaches

feedback from peers

self-evaluation

video documentary.